Mv Presentation Final Full Version

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Mv Presentation Final Full Version

  1. 1. Teaching the Music Video Brief <br />Nikki Blackborow The Latymer School<br />
  2. 2. Outline of A2 course<br />June (of Y12) – Dec: Music Video Brief G324<br /> (AS Brief: Film Opening sequence)<br />Jan: exam leave<br />Feb – May: G325 Critical Perspectives<br /> (Contemporary Media Regulation: Film <br /> and The Press)<br />June: exam leave<br />
  3. 3. Organisation of unit G324<br />June – July: Teach music video construction and performance. Start portfolios<br />Sept: Teach ancillary tasks and wider issues. Continue portfolio development - research<br />Oct - Nov: Planning & Production work. Ongoing portfolio development<br />Dec: Audience screenings, evaluations and assessment<br />Jan: Submission of coursework<br />
  4. 4. Teaching Music Video<br />Summer Term of Y12 ideal time to start this<br />1st few lessons - lots of exposure to range of music videos<br />Aim - to build up confidence with terminology and increase understanding of the how and why of construction<br />Introduce a simple analysis framework<br />Students should understand that music video is a distinctive form<br />Useful to compare/ contrast to other forms – film, TV advertising, trailers etc<br />
  5. 5. Latymer Music Videos 2008produced two BBC Blast National Competition Winners <br />
  6. 6. ‘I Kissed a Boy’ by Boy, Interrupted 2009<br />Currently our most ‘successful’ music video to date<br />371,028 views on youtube<br />Screened on MTV’s Gay TV slot <br /> on Georgian Television <br />Translated into Spanish<br />Screened at gay night club in NYC<br />Screened at Gay Pride NZ<br />Latymermedia offered professional partner youtube status as a result<br />
  7. 7. Voodoo Child 2010<br />
  8. 8. How did we get there?<br />1 day workshop each year<br />Focus on performance, camera and editing<br />Lip sync practice for all<br />Understanding of structure<br />Quality learning experience – stretch & challenge<br />Plus:<br />Analysis of music videos<br />A focus on visual planning from outset<br />Visual referencing<br />
  9. 9. Where to start<br />Start with your students and what they know<br />Discussion – everything they know about music video<br />Question – what makes a music video a music video?<br />Conventions – big list – what do they think music videos have in common<br />Get them to identify a video they would consider to be the best example of the form<br />Screen them if possible, students explain their choice<br />
  10. 10. Resources<br />Our own youtube channel playlists<br />http://www.youtube.com/user/latymermedia<br />Ours and others past student music videos eg<br />http://www.youtube.com/user/hurtwoodhousemedia<br />http://www.youtube.com/user/longroadmediastudies<br />Our blogs<br />http://latymermediamusicvideo2008.blogspot.com/<br />Online <br />Music Television channels: MTV Base etc<br />Band websites: also Myspace, Facebook, Youtube channels<br />Wikipedia – loads of info to get started<br />
  11. 11. Resources<br />Essential Books:<br />Pete Fraser’s ‘Teaching Music <br /> Video’ (available from the BFI <br /> + Amazon)<br />‘30 frames per second: The <br /> Visionary Art of the Music <br /> Video’ (Amazon)<br />Inspirational DVDs: <br />Director ‘best ofs’ egThe Work of <br />Director Michel Gondry (Amazon)<br />
  12. 12. Theory/ theorists<br />Andrew Goodwin <br />‘Dancing in the Distraction Factory’<br /> 1992<br />Carol Vernallis<br />‘Experiencing Music Video: <br />Aesthetics and cultural context’ <br />2004<br />-Both available on Amazon <br />-Ensure the theory accessible for <br />students – can they use/apply it?<br />
  13. 13. Functions of a Music Video<br />What job does a music video do?<br />Look at music television, online/ viral, sales and promotion, video cds, compilations, synergy with film<br />How has this changed over time? Impact of new technologies over last decade<br />History of music video (with youtube clips for illustration)<br />Copyright issues<br />Alternative forms of music video – literal, lip dub and other fan based material<br />Inspiration: <br />http://en.wikipedia.org/wiki/Music_video<br />Illustrate with youtube clips – there are plenty to choose from! <br />
  14. 14. Music Video historical compilation<br />
  15. 15. Music Video analysis<br /><ul><li>Key point – to explore the relationship between the lyrics, the </li></ul> music and the imagery<br /><ul><li> Pick your compilation for lessons around the concepts you </li></ul> want to illustrate<br /><ul><li> Use the analysis framework provided
  16. 16. Students apply the same analysis framework for a video of </li></ul> their choice<br /><ul><li> Prepare an analysis of a video of their choice for their blog </li></ul> and present in class<br /><ul><li> Post frames from their chosen video to illustrate points made </li></li></ul><li>Music videos compilation for analysis<br />
  17. 17. Key area for discussion (1) - Genre<br />Look for generic signifiers – dancing, gestures,<br /> overall look, instruments, lyrics <br />Familiarity, recognition, pleasure for audience<br />Genre as a tool for music video analysis – how<br /> useful/limiting is it?<br />Compare to analysis of film – quite a different process<br />
  18. 18. Key areas for discussion (2) - structure<br />Music, lyrics, iconography - how do these work together?<br />Different relationship to film?<br />Which code is the more powerful?<br />Narrative, performance, concept?<br />Artist’s role<br />Why have these choices been made?<br />
  19. 19. Key area for discussion (3)– camera and editing<br />Look at shot patterns<br />Compare to other forms<br />Breakdown and compare the way narrative and performance are constructed<br />Discuss:<br />the process of shooting each of the above<br />the process of editing each of the above<br />beauty shots and performance beds<br />why certain choices are made <br />
  20. 20. Key areas for discussion (4) – representation <br />Explore representation of women through discussion of: <br />camera work, artist performance, dress, <br /> gesture, lyrics<br />who is in control?<br />audience – who is it for, alternative readings?<br />changing representations over time<br />
  21. 21. Practical/creative tasks to aid learning<br />Copy a look – students recreate a still photo in pairs<br />Play an unfamiliar track in class, & provide the lyrics. Students annotate the lyrics individually, then class discuss initial responses, thoughts around genre etc. Then students prepare a group treatment. Show the actual video and discuss<br />Students produce a storyboard for an extract from a professional video<br />Students create the shooting schedule for a narrative/ performance video<br />
  22. 22. Practical tasks to aid learning<br />Students remake short section of a music video. Work as a class or in groups to shoot + edit the remake. Cut all sections together at the end to form a whole<br />In pairs, choose a song and learn the lyrics. Then lip synch to song, shoot + edit the sequence<br />Evaluate the process and the learning associated with the above – like a prelim task<br />
  23. 23. 3 useful examples of narrative/ performance music videos<br />Britney Spears ‘Baby One More Time’<br />Busted ‘What I go to School For’<br />Wheatus ‘Teenage Dirtbag’ <br />Available on youtube<br />Set in school<br />Rich for analysis <br />Past but popular/ familiar with students<br />Relevant and accessible<br />Students can choose their own contemporary<br /> examples to analyse<br />
  24. 24. 2007 Britney Spears ‘Baby One More Time’<br />
  25. 25. BBC Blast National Awards 2009 <br />+<br />= BBC Blast bursary winner<br />
  26. 26. BBC Blast National Awards 2010 <br />+<br />= BBC Blast Bursary Winner <br />
  27. 27. 2008 Busted ‘What I go to school For’<br />
  28. 28. 2009 Wheatus ‘Teenage Dirtbag’<br />
  29. 29. Lip sync practice2009<br />
  30. 30. Voodoo Child 2010<br />
  31. 31. Development of Initial Ideas<br />Track selection<br />Moodboard to represent chosen genre<br />‘Collage’ style image or photos to represent chosen target audience<br />Logo ideas to represent record label<br />Screen test shots of possible actors<br />Brainstorms of early ideas for tracks<br />Treatment to represent music video ideas<br />Build up to a pitch to class<br />Use the blog to illustrate the presentation and have a hand out ready<br />
  32. 32. Planning<br />Students are expected to produce:<br />a timeline<br />a storyboard<br />a shot list<br />a shoot schedule<br />a call sheet<br />a costume and props list<br />ongoing behind the scenes photos/video clips<br />
  33. 33. Creative , visual, <br /> and accessible<br />Inspired planning<br />
  34. 34. Example storyboard using post-it notes<br />
  35. 35.
  36. 36. Wider concepts<br />One lesson on each of the following:<br />Audience consumption and popular music: how audiences are targeted, audience pleasure and appeal<br />Institutions: structure of UK music industry, who owns what, copyright issues, exhibition and distribution, impact of recent technologies<br />Marketing and promotional campaigns<br />Construction of image, branding<br />Each lesson could inspire a mini investigative activity<br />
  37. 37. Example 1<br />Lesson:<br />Compare two websites/channels in class <br />in order to explore issues around audiences <br />& institutions <br />Follow-up: <br />Students pick one website/channel to analyse <br />for themselves - must be relevant to their project<br />Example 2<br />Lesson:<br />Compare the websites of two record labels<br />in order to explore issues around <br />ownership, control, independent/ <br />mainstream/ niche, impact of new <br />technologies<br />Follow-up: Students pick one <br />record label website to analyse for <br />their research - must be relevant to <br />them in some way<br />
  38. 38. Can use the same approach with:<br />Marketing campaigns<br />Album covers<br />Band websites<br />Magazine adverts<br />Brand image/identity<br />Aim to:<br />Discuss conventions/expectations first<br />Have a few general examples ready<br />Focus on one/two worked examples in detail<br />Students follow up with their own choice, tailored <br /> to be relevant to their project<br />Provide simple framework for analysis – a few questions<br />The more visual the research, the better<br />
  39. 39. Teaching the ancillary tasks<br />One lesson each on the form and style of:<br /><ul><li>album covers
  40. 40. band and record label websites
  41. 41. magazine adverts for album
  42. 42. examples and discussion
  43. 43. students can contribute chosen examples
  44. 44. use each lesson to inspire investigative work</li></li></ul><li>The Portfolio<br />Each student has their own blog<br />Each group has their own blog<br />These are all linked together and to the teacher blog<br />Research and planning tasks<br />Provide a ‘menu’ or list of the kind of thing they should do<br />Guided tasks work best - make them fun and visual!<br />Suggested tasks linked to work done in class<br />Work done outside lessons from the start<br />Build evidence as they go along<br />Must have evidence of each stage <br />
  45. 45. Research and planning evidence<br />Blogs should be visual and analytical, with regular postings, and no unexplained gaps<br />Research must be relevant and focused. It’s purpose should be to inform and inspire the production<br />Individual blogs should contain evidence of individual research, ideas, skills development, and reflections<br />Group blogs should focus on all group research, planning and production once the project is up and running<br />Students should formally close their blog when the project is over/on the day of the deadline<br />
  46. 46.
  47. 47. Evaluation<br />Group video task<br />Prepare answers in advance<br />Groups brainstorm answers <br /> and debate points in class first<br />Present as a video discussion<br />Illustrate with pre-selected clips, and other imagery<br />Each student in group ‘leads’ the discussion for one question<br />All illustrative materials linked to blog afterwards<br />Students post their reflections plus any points missed out<br />Give a time limit and some quiet space<br />Videos recorded in one take <br />
  48. 48. Assessment<br />Positive marking system<br />Break down the criteria according to your project and students<br />Is the evidence there?<br />Interactive mark sheet<br />Include a note to your moderator <br />Candidates in sample create a ‘Dear Moderator’ final post<br />Do anything you can to ensure the moderator’s job is made easier<br />

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